東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Phonemic Awareness Instruction in On...

Farrow, Joyce A.

FindBook

Google Book

Amazon

博客來

Phonemic Awareness Instruction in One District's Kindergarten Classrooms: An Analysis of How Closely Classroom Practices Reflect Research-Based Best Practices.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Phonemic Awareness Instruction in One District's Kindergarten Classrooms: An Analysis of How Closely Classroom Practices Reflect Research-Based Best Practices./
作者:	Farrow, Joyce A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	182 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10831283
ISBN:	9780438109346

Phonemic Awareness Instruction in One District's Kindergarten Classrooms: An Analysis of How Closely Classroom Practices Reflect Research-Based Best Practices.
Farrow, Joyce A.

Phonemic Awareness Instruction in One District's Kindergarten Classrooms: An Analysis of How Closely Classroom Practices Reflect Research-Based Best Practices. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 182 p.

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ph.D.)--The University of North Carolina at Charlotte, 2018.

The purpose of this qualitative case study was to explore how closely kindergarten teachers in a high performing school district in North Carolina instruct students towards mastery of phonemic awareness skills. This study explored to what degree teachers are implementing the findings of Shanahan (2005) and Ehri, Nunes, Willows, Schuster, Yaghoub-Zadeh, and Shanahan (2001) regarding best practices in phonemic awareness instruction such as the amount of instructional time devoted to phonemic awareness skill development, whether instruction is facilitated in whole group or small group settings, what skills are addressed and how many are addressed at once. The study took place at three elementary school sites in a suburban school district in the Southeastern United States. Fifteen participants replied to a survey at the start of the study and six of these participants volunteered to be interviewed and observed in their classrooms. I interviewed each participant once and observed each participant three times over the course of twelve weeks during the 2nd and 3rd quarters of the 2017-2018 school year. In addition to surveys, interviews and observations, documents such as report cards, unpacking documents, curriculum guides and calendars, and teacher manuals were collected and analyzed. Data were coded, and the following four major themes surfaced: balance, let the curriculum be your guide, data-driven, and all in a day's work.

ISBN: 9780438109346Subjects--Topical Terms:

2122756
Reading instruction.

Phonemic Awareness Instruction in One District's Kindergarten Classrooms: An Analysis of How Closely Classroom Practices Reflect Research-Based Best Practices.
LDR:02492nmm a2200301 4500 001 2165357
005 20181130083351.5
008 190424s2018 ||||||||||||||||| ||eng d
020 $a 9780438109346
035 $a (MiAaPQ)AAI10831283
035 $a (MiAaPQ)uncc:11806
035 $a AAI10831283
040 $a MiAaPQ $c MiAaPQ
100 1 $a Farrow, Joyce A. $3 3353430
245 1 0 $a Phonemic Awareness Instruction in One District's Kindergarten Classrooms: An Analysis of How Closely Classroom Practices Reflect Research-Based Best Practices.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 182 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
500 $a Adviser: Maryann Mraz.
502 $a Thesis (Ph.D.)--The University of North Carolina at Charlotte, 2018.
520 $a The purpose of this qualitative case study was to explore how closely kindergarten teachers in a high performing school district in North Carolina instruct students towards mastery of phonemic awareness skills. This study explored to what degree teachers are implementing the findings of Shanahan (2005) and Ehri, Nunes, Willows, Schuster, Yaghoub-Zadeh, and Shanahan (2001) regarding best practices in phonemic awareness instruction such as the amount of instructional time devoted to phonemic awareness skill development, whether instruction is facilitated in whole group or small group settings, what skills are addressed and how many are addressed at once. The study took place at three elementary school sites in a suburban school district in the Southeastern United States. Fifteen participants replied to a survey at the start of the study and six of these participants volunteered to be interviewed and observed in their classrooms. I interviewed each participant once and observed each participant three times over the course of twelve weeks during the 2nd and 3rd quarters of the 2017-2018 school year. In addition to surveys, interviews and observations, documents such as report cards, unpacking documents, curriculum guides and calendars, and teacher manuals were collected and analyzed. Data were coded, and the following four major themes surfaced: balance, let the curriculum be your guide, data-driven, and all in a day's work.
590 $a School code: 0694.
650 4 $a Reading instruction. $3 2122756
650 4 $a Elementary education. $3 641385
690 $a 0535
690 $a 0524
710 2 $a The University of North Carolina at Charlotte. $b Curriculum & Instruction. $3 3181040
773 0 $t Dissertation Abstracts International $g 79-11A(E).
790 $a 0694
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10831283